32 | COSERE 1.3 Methods and forms of observation. Descriptive observation. During descriptive observation, the attending teacher observes everything that unfolds in the lesson to comprehend the overall situation. The primary purpose of this method is for both the teacher and the observing teacher to pay attention to every aspect in the classroom, allowing them to perceive the same events from different perspectives. However, this type of observation has certain weaknesses; it often tends to be diffuse, leading to the observing teacher’s attention being scattered and unable to concentrate on critical details. There is a risk that the observer’s judgment becomes uncontrolled, making it difficult to discern essential aspects. One of the primary objectives of descriptive observation is to assist both the teacher and the student teacher in identifying the specific focus of the observation. Focused observation In focused observation, attention is directed towards a specific aspect or event within the lesson. The selection of this particular event is primarily determined by the teacher inviting the colleague to observe. During focused observation, one might witness the introduction of a new learning strategy, the examination of a challenging situation that the teacher seeks assistance with, or any other targeted element the teacher wishes to highlight. Teamwork In the initial stage of team observation, teachers collaboratively plan the lesson and establish a consensus on what they will observe throughout the course of the lesson. While the two previously discussed observation methods primarily serve the interests of the present and observed teacher, this method of observation is symmetrical, providing mutual benefits for both teachers. It can be effectively employed within a single subject, where two teachers teach the same subject in parallel classes, or in integrated teaching. The joint planning and execution of the lesson represent an optimal approach for enhancing the professional growth of each teacher and achieving desired outcomes. During this collaborative process, the fusion of their individual professionalism and the sharing of collective experiences give rise to new ideas. A lesson planned and conducted in this manner is bound to be more flexible and sophisticated.
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